Guy’s and St Thomas’ is among the UK’s busiest and most successful NHS foundation trusts. We provide a full range of hospital and community services for people in south London and as well as specialist care for patients from further afield including cancer, renal, orthopaedic, respiratory and cardiovascular services. Guy’s is home to the largest dental school in Europe and a £160 million Cancer Centre opened in 2016. As part of our commitment to provide care closer to home, in 2017 we also opened a cancer centre and a kidney treatment centre at Queen Mary’s Hospital in Sidcup. St Thomas’ has one of the largest critical care units in the UK and one of the busiest emergency departments in London. It is also home to Evelina London Children’s Hospital. Evelina London cares for local children in Lambeth and Southwark and provides specialist services across south east England including cardiac, renal and critical care services. We lead a number of specialist service networks aiming to ensure children are treated locally where possible, but have access to specialist expertise when they need it. Our community services include health visiting, school nursing and support for families of children with long-term conditions. Our adult community services teams deliver care at the heart of the local communities we serve, working in partnership with GPs, local authorities and other healthcare and voluntary sector organisations. Working with our partners in Lambeth and Southwark, we are focusing on new ways of working to improve care for local patients. In February 2021 the Royal Brompton and Harefield joined Guy’s and St Thomas’ NHS Foundation Trust, bringing together world-leading expertise in the care and research of heart and lung disease. Our merger provides a once in a generation opportunity to build a lasting, world-renowned heart and lung centre, providing the highest quality care for patients and conducting world-leading research. We have a reputation for clinical excellence and high quality teaching and research. We are part of King’s Health Partners, one of eight accredited UK academic health sciences centres. In partnership with King’s College London we have dedicated clinical research facilities including an MHRA accredited Phase I clinical trials unit. Patients are at the heart of everything we do and we pride ourselves on ensuring the best possible patient experience as well as safe, high quality care. We are proud to have one of the lowest mortality rates in the NHS. Following a comprehensive Care Quality Commission (CQC) inspection in 2019 we maintained our overall rating of ‘good’. Our adult community services achieved a rating of ‘outstanding’. The commitment of our 23,500 staff is key to our success. We are one of the largest local employers and we aim to develop and support all our staff so they are able to deliver high quality, safe and efficient care. The 2019 NHS staff survey results show that we have one of the most engaged and motivated workforces in the NHS. We know this has a positive impact on the care provided to our patients. We have one of the most ambitious capital investment programmes anywhere in the NHS. Job overview An Epic Credentialed and learner-focused Trainer with significant digital training expertise. The Information Technology Clinical Services (ITCS) IT Trainer will be responsible for specific Epic applications within either the Inpatient or Diagnostic and Emergency Department training teams. They will support Principal trainers in the analysis, design, delivery, implementation and evaluation of cross-organisational training solutions for clinical and non-clinical staff. There will be opportunities to develop skills and experience across the Epic application areas, including opportunities for Epic accreditation in the future. Main duties of the job The post holder will be expected to work as part of a team, analysing, designing, delivering, implementing and evaluating IT (Digital) training based on a range of internal and external competencies and standards. The post holder will autonomously develop learning interventions utilising all aspects of the learning cycle. Although the post holder will be required to be part of a specialist training team, they will be required to deliver training across all disciplines within the complex portfolio. As a Learning and Performance Specialist the post holder requires a developed knowledge and expertise about the NHS, its culture, best practices and patient pathways. The post holder will have the ability to use their specialist knowledge, skills and theoretical and practical knowledge, to convey highly complex and multi-stranded clinical scenarios, pathways and processes to variety of audiences to ensure the smooth delivery of a range of role-based core Trust-wide IT Training modules. The post holder requires sound knowledge of adult learning, digital learning technologies, facilitation skills, coaching, ADDIE framework and learning/performance knowledge and skills. The post holder will provide coaching support, mentoring and training to staff within the Trust, and wider NHS and will be expected to work when required out of hours/weekends, and travel to any site to support the department’s objectives. Working for our organisation Guy’s and St Thomas’ NHS Foundation Trust (GSTT) and King’s College Hospital NHS Foundation Trust (KCH) are two of London’s largest and busiest teaching hospitals, with a long and proud history, international reputations for their speciality services, teaching and research excellence, and a strong profile of local services to local residents in south east London. Together the Trusts have an annual turnover of nearly £3bn and employ around 30,000 staff, with main GSTT sites at St Thomas’ Hospital and Guy’s Hospital, and main KCH sites at King’s College Hospital, Denmark Hill, the Princess Royal University Hospital, Bromley and Orpington Hospital. The Trusts are key partners within King’s Health Partners AHSC (KHP), and Guy’s and St Thomas’ merged with the Royal Brompton and Harefield NHS FT (RBH) in the Spring of 2021. The two Trusts share a Chief Digital Information Officer (CDIO) and a vision for digital services that are lean and agile, that maximise the benefits of a shared service operating model, and deliver the digital ambition for both Trusts. This ambition is supported by a forward-looking and strategic approach, and significant investment in a new Electronic Health Record (EHR) which will catalyse a programme of work across both Trusts to transform the way technology and data is used across our services. We will increase the care that can be provided at home, build our focus on wellness and prevention, and engage patients as partners in their care Detailed job description and main responsibilities Analysis and Design · Responsible for analysing complex user and group Digital (IT) learning requirements based on the Learning Training Needs Analysis model, which include producing scope, performance task analysis, training solutions and measurable objectives, competency assessment training plan/documentation, post training benefits and evaluation criteria · Responsible for designing and updating learning modules based on role-based task analysis, business processes, workflows and best practice criteria, incorporating, learning preferences, styles and other aspects of adult learning theory. The post holder will need to work closely with business, senior members of training team, CA’s, SME’s, product designers, PM’s and broad range of other roles to ensure design meets functionality, process and pathways to drive business change and achieve desired behaviours · The post holder will take into account the specific and complex role [1] based business requirements and service design in order to develop the learning deliverables. Deliverables will include, but not limited to: scenario-based training guides, lesson plans, exercises, competency, action learning sets, QRG’s for variety of differing learning interventions. · Regularly review learning interventions to ensure alignment to current process, scenarios and best practice · Actively participate and communicate with range of subject matter experts, clinical analysts, design teams, operational experts and other stakeholders to design, develop and update learning interventions · Responsible for designing, development, testing and maintaining variety of training environments, including sandpits. Each environment requires development of role-based anonymised patient data and range of complex scenarios based on workflow to ensure process, scenario and work flow driven learning · Develop formative and summative competency assessments to aid transfer of learning to demonstrate achievement of learning objectives · Ensure all learner activities are accurately created, tracked, updated, and issues resolved on Learning Management Systems (e.g. TrustOLE, Tracker, Service Now and other platforms) · Actively contribute to relevant review processes and system designs with variety of job roles, including SME’s, CA’s and design teams to support role-based multi-disciplinary and speciality job role learning · Shadow staff in various job-roles and specialities to develop an understanding of job roles, workflows, best practice and processes to support identification of the current and future state requirements for learning interventions · Responsible for quality assurance; ensuring all materials created adhere to the NHS brand, version control and IT Training team’s best practice standards and templates Training Delivery · Deliver training to individuals and groups based on the methodology and key principles of the TPMA framework. Employ learner-focused delivery techniques appropriate to the individual learning styles. Ensure training delivery is balanced and each learning module objective is achieved using the major training elements of; interactive learning, monitoring, recap and assessment. Ensure engagement and focus is maintained for long periods during training event · Where required, develop, implement and adjust training plans which impact across the organisation in support of a broad range of training activities · Employ effective communication, questioning skills and techniques to relay complex and multi-stranded processes, scenarios and pathways to aid learning and transfer of knowledge · Through professional conduct, effective communication and standards ensure at all times a conducive learning environment which promotes a positive and active learner participation and a safe and respectful non-judgemental approach, recognising the differences of each member of staff · Monitor and assess each learner and adapt methods of instruction according to learner progression. Ensure each training session achieves the defined training objectives and competency and learners have the necessary knowledge and skills to transfer learning to the workplace. Where necessary agree action plans and arrange one-to [1] one coaching with any learner to resolve any training/capability issues · Manage group dynamics, deal effectively with groups of staff with mixed ability providing tailored activities where appropriate. Employ a range of coaching and delivery skills to encourage and motivate learners. Handle barriers to learning and change issues professionally, especially when difficult situations are presented · Where individual coaching has been identified as the required form of training, ensure personal aims and objectives have been identified and ensure training delivery relates to the objectives. Monitor and review learner’s progress in the session and at the workplace · Manage effective relationships, deal with conflict as required within learning events to overcome barriers to learning · Organise and deliver presentations (either F2F or Virtual) to large multi-disciplinary groups, to demonstrate functionality, processes, scenarios and best practice. Using knowledge and expertise answer questions and overcome barriers to acceptance and resistance to change to new ways of working · Design, deliver and plan a range of TtT interventions for on boarding and training of new members of training team Finance · Responsible for the safe use of variety of devices, peripherals and environments by staff at a range of learning events and within training arena’s · Authorise timesheets for bank/agency staff attending training where there is requirement to verify attendance for financial payment as a result of project/programme implementations and BAU eLearning and Live Online · Analyse, design and plan a variety of Live Online Learning events aligned to COLF competency framework and design principles aligned to business objectives, processes and key learning objectives · Analyse, design and facilitate a range of synchronous and asynchronous TEL events, Webinars, video, and online moderated sessions using virtual classroom software (WebEx, MS Teams or other platforms) · Responsible for analysing, designing and developing bitesize IT interventions utilising eLearning development software, utilising Captivate, Articulate, Storyline or other tools. Pilot and Testing · Regularly undertake user acceptance testing for new adaptations, configurations and upgrades to core clinical and corporate training and sandpit environments. This includes regularly undertaking system design/build activities, structuring database and undertaking alpha, beta, penetration and UAT testing for programme/projects and BAU upgrades · Test all upgrades and releases to training and sandpit environments and log and escalate bugs and issues according to process · Participate in piloting of new courses, materials and training approaches, evaluating effectiveness and accuracy for stakeholder and peer review and signoff Evaluation · Responsible for developing Reaction, Learning and Behavioural level evaluation criteria. Work in collaboration with training colleagues to incorporate required changes into learning programme and materials · Analyse and resolve complex Digital (IT) user queries. Provide specialist advice, support and guidance to help resolve issues and problems surrounding core functionality, pathways and processes · Review and evaluate level 1 evaluation criteria, identifying and implementing ideas for improving future delivery/content · Design, develop and perform level 2 evaluation across the organisation within differing working environment to asses and demonstrate achievement of transfer of knowledge and behavioural change Performance Coaching (Floorwalking) · Regularly undertake performance coaching in support of BAU and Projects. Ensure transfer of learning is embedded by utilising coaching skills · Performance coach (floor walking) across all areas of Trust and external settings, including, but not limited to: Community, Critical Care, Theatres and Wards · Build and maintain professional relationships with staff in areas where support is provided · Whilst working on projects, regularly develop a variety of activity reports for stakeholders and steering groups. Present activity reports at a number of steering boards and meetings · Analyse, investigate and resolve complex queries from staff regarding processes, pathways and functionality issues during performance coaching activities · Develop (when required) performance coaching deployment plans, including rota’s and schedules that supports programme/BAU 24/7 operational framework Education & Professional Development · To be responsible for continued personal development sustaining and developing own knowledge, skills and professional awareness · Actively seek opportunities to research, shadow and expand knowledge · To attend courses as deemed relevant, including mandatory training, and to attend internal and external meetings and conferences as appropriate Person specification Qualifications Essential criteria Educated to degree level or equivalent relevant training knowledge, expertise and experience Additional specialist knowledge and expertise of: functionality, workflow, processes, pathways and best practices for clinical areas at GSTT, KCH or partner organisations Certified Online Learning Facilitator certification. Current Trainer Performance Monitoring Assessment (TPMA) certification Desirable criteria Project Management or ITL Foundation Experience Essential criteria Proven and demonstrable experience of delivering complex multi-level classroom-led clinical or corporate training within an NHS Trust. Content is based on best practice, workflow, processes and scenarios for multidisciplinary job roles and specialities. Proven and demonstrable experience of designing complex IT application training courses to a recognised competency framework and based on best practice scenarios and workflow processes. Strong practical knowledge and experience of the training lifecycle, including scope, TNA, and Kirkpatrick evaluation model. Desirable criteria Epic Credentialled: Experience of delivering Epic training without supervision from an Epic Accredited trainer Knowledge & Skills Essential criteria Ability to liaise with wide range or stakeholders to develop and deliver large scale presentations to virtual and non-virtual groups. Knowledge of learning styles, learning preferences and adult learning theory. Proactive and effective team member that promotes inclusion, equality and diversity. Able to problem solve and analyse a range of complex problems, interpreting and comparing options to define the best solution. An ability to use initiative and work autonomously with excellent time management skills to prioritise effectively and meet tight deadlines. Ability to produce work that is accurate with attention to detail at all times. Strong work ethic and reliability Patient when dealing with colleagues overcoming barriers to learning and able to use creative problem-solving to develop appropriate solutions. Ability to handle sensitive situations with empathy and sympathy. Proven and demonstrable experience of developing/delivering e-Learning and/or live online learning events aligned to COLF framework. Proven experience of managing learning interventions, reporting, record keeping and troubleshooting Trusts Learning Management Systems (LMS) Guy’s and St Thomas’ celebrates, respects and values the diversity of its staff and patients. We review our policies, procedures and practices to ensure that all employees, patients and carers are treated equitable according to their needs. We are actively committed to ensuring that no one who applies for a job, works or study’s at the Trust, or accesses our services is discriminated against on the grounds of race, ethnicity, nationality, disability, religion or belief, age, gender identity , gender reassignment, sexual orientation, pregnancy and maternity/paternity, or marital/civil partnership. Applications are welcomed from applicants with a disability. We can make reasonable adjustments and offer support and advice in a variety of ways throughout the application process. Equality of opportunity is our policy. As an organisation we are committed to developing our services in ways that best suit the needs of our patients. This means that some staff groups will increasingly be asked to work a more flexible shift pattern so that we can offer services in the evenings or at weekends. Flexible working We are committed to supporting all employees to achieve a healthy work life balance and to work in a way that is best for them and our patients. We will consider all requests to work flexibly, taking in to account the individual’s personal circumstances as well the needs of the service. We encourage all prospective applicants to discuss their individual circumstances with the recruiting manager as part of the on-boarding process. Your e-mail address is important to us - We communicate to all job applicants via the e-mail address which has been provided on the application form. Please ensure that you check your e-mail on a regular basis. Please apply for this post by clicking "Apply Online Now." Further details / informal visits contact Name Emma Summers Job title Head of Digital Training Delivery & Transformation Email address [email protected] Telephone number 020 7188 7188